Approximately 15–25% of the global population is neurodivergent—including individuals with autism, ADHD, dyslexia, dyspraxia, OCD, and related conditions. These learners are not broken versions of neurotypical students; they are differently wired minds that, when properly supported, bring extraordinary creative and analytical strengths to science.

Astronomy, with its demands for pattern recognition, spatial reasoning, systems thinking, and obsessive curiosity, may well be one of the most naturally neurodivergent-friendly disciplines on Earth—if we build our classrooms and outreach spaces to match.

This talk, presented by Dr. Jessica Schonhut-Stasik and Dr. Olivia A. Greene of The Neuroverse Initiative—a non-profit organization working at the intersection of neurodiversity and the space sciences—offers astronomy educators, outreach practitioners, and teacher trainers an accessible, evidence-informed foundation in neuroinclusive practice for primary and secondary education and teacher training contexts.

Drawing on a strengths-based social model, we address common misconceptions about neurodivergent students, highlight neuroinclusive pedagogy, and offer practical, immediately implementable modifications to teaching, mentoring, and outreach programming that benefit neurodivergent and neurotypical learners alike. Attendees will gain a foundational understanding of neurodiversity through a social lens, alongside practical neuroinclusive strategies, and an introduction to Universal Design for Learning as a framework for building educational environments that work for every kind of mind.

Both presenters are AuDHD astrophysicists and science communicators who were late-diagnosed as adults—and who bring to this work not only research and professional expertise, but lived experience as neurodivergent people navigating the very systems they now work to improve.